MD-Solve+problems+involving+measurement+and+conversion+of+measurements+from+a+larger+unit+to+a+smaller+unit

4.MD.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. || ===‍‍‍‍‍‍Anchor Standard/Mathematical Practice(s) === MP.2. Reason abstractly and quantitatively. MP.5. Use appropriate tools strategically. MP.6. Attend to precision || Use technology tools and skills to reinforce classroom concepts and activities. || ===‍‍‍‍‍‍Revised Bloom's Level of thinking === Understanding Applying Evaluating Creating || ===‍‍‍‍‍‍Learning Target/Task Analysis === 4.MD.1 The units of measure that have not been addressed in prior years are pounds, ounces, kilometers, milliliters, and seconds. Students’ prior experiences were limited to measuring length, mass, liquid volume, and elapsed time. Students did not convert measurements. Students need ample opportunities to become familiar with these new units of measure. Students may use a two-column chart to convert from larger to smaller units and record equivalent measurements. They make statements such as, if one foot is 12 inches, then 3 feet has to be 36 inches because there are 3 groups of 12. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Foundational understandings to help with measure concepts: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">(compensatory principal). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.MD.2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This standard includes multi-step word problems related to expressing measurements from a larger unit in terms of a smaller unit (e.g., feet to inches, meters to centimeter, dollars to cents). Students should have ample opportunities to use number line diagrams to solve word problems. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Example: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Debbie and 10 friends are planning for a pizza party. They purchased 3 quarts of milk. If each glass holds 8oz will everyone get at least one glass of milk? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Possible solution: Debbie plus 10 friends = 11 total people <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">11 people x 8 ounces (glass of milk) = 88 total ounces <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1 quart = 2 pints = 4 cups = 32 ounces <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Therefore 1 quart = 2 pints = 4 cups = 32 ounces <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2 quarts = 4 pints = 8 cups = 64 ounces <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3 quarts = 6 pints = 12 cups = 96 ounces <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">If Debbie purchased 3 quarts (6 pints) of milk there would be enough for everyone at her party to have at least one glass of milk. If each person drank 1 glass then she would have 1- 8 oz glass or 1 cup of milk left over. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.MD.3 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students developed understanding of area and perimeter in 3rd grade by using visual models. While students are expected to use formulas to calculate area and perimeter of rectangles, they need to understand and be able to communicate their understanding of why the formulas work. The formula for area is I x w and the answer will always be in square units. The formula for perimeter can be 2 l + 2 w or 2 (l + w) and the answer will be in linear units. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This standard calls for students to generalize their understanding of area and perimeter by connecting the concepts to mathematical formulas. These formulas should be developed through experience not just memorization. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Common Misconceptions: 4.MD.1-3 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students believe that larger units will give the larger measure. Students should be given multiple opportunities to measure the same object with different measuring units. For example, have the students measure the length of a room with one-inch tiles, with one-foot rulers, and with yard sticks. Students should notice that it takes fewer yard sticks to measure the room than rulers or tiles and explain their reasoning.
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Common Core Standards ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Information Technology Standard ===
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Understand that larger units can be subdivided into equivalent units (partition).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Understand that the same unit can be repeated to determine the measure (iteration).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Understand the relationship between the size of a unit and the number of units needed

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍I can...
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can identify the units of measurement within a system. (km, m, cm, kg, g, lb,oz, l, ml, hr, min, sec) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can convert larger units of measurement into smaller units of measurement within the same system. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can create a conversion table showing equivalent units of measures. (inches/feet) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can determine which operation to use when solving word problems involving measurement. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">I can use the formula for area and perimeter to solve problems.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Essential Vocabulary
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">kilometer, meter, centimeter, kilogram, gram, pound, ounce, liter, milliliter, hour, minute, second, equivalent, distance, time, liquide volumes, mass, money, rectangles, area, perimeter, formula

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Sample Assessments
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5000 mL = _ L <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">_ cm = 5 m <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6 cups = pints <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">_ quarts = 2 gal

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students to represent real-life situations (such as the length of an animal, the weight of a rock, etc.) in different units of measurement (e.g., the rock weighs 2 kg or 2,000 g). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Additional Examples with various operations: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Division/fractions: Susan has 2 feet of ribbon. She wants to give her ribbon to her 3 best friends <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">so each friend gets the same amount. How much ribbon will each friend get? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students may record their solutions using fractions or inches. (The answer would be 2/3 of a foot <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">or 8 inches. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students are able to express the answer in inches because they understand that 1/3 of a foot is 4 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">inches and 2/3 of a foot is 2 groups of 1/3.) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Addition: Mason ran for an hour and 15 minutes on Monday, 25 minutes on Tuesday, and 40 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">minutes on Wednesday. What was the total number of minutes Mason ran? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Subtraction: A pound of apples costs $1.20. Rachel bought a pound and a half of apples. If she <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">gave the clerk a $5.00 bill, how much change will she get back? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Multiplication: Mario and his 2 brothers are selling lemonade. Mario brought one and a half liters, <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Javier brought 2 liters, and Ernesto brought 450 milliliters. How many total milliliters of lemonade <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">did the boys have? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Number line diagrams that feature a measurement scale can represent measurement quantities. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Examples include: ruler, diagram marking off distance along a road with cities at various points, a <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">timetable showing hours throughout the day, or a volume measure on the side of a container.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Intervention:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">DPI Classroom Strategies Blackline Master p.58-59 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students can use Block Boy & Block Girl to calculate area and/or perimeter of the various <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">body parts. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Draw quadrilaterals with sidewalk chalk and have them measure around with precut yarn to determine the area or perimeter. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">http://daretodifferentiate.wikispaces.com/Choice+Boards <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Grid paper, Classroom objects for manipulation, Calculator, ELL/EC students’ vocabulary list ahead of time. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Post words with visuals on word wall and in vocabulary notebooks. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">DPI Classroom Strategies Blackline Master p.58-59 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students can use Block Boy & Block Girl to calculate area and/or perimeter of the various body parts. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Geoboards <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students can bring in empty cereal, shoe or cracker boxes from home. They work in partner/groups to measure the length and width of the object. They would then calculate the area and/or perimeter. They could use 1” square tiles or 1” die cut squares to check the area and see if they calculated correctly. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Draw quadrilaterals with sidewalk chalk and have them measure around with precut yarn to determine the area or perimeter.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Enrichment:
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Write a poem, jingle or rap to help them remember the formulas for area and perimeter. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students create and solve real world word problems. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Scavenger Hunt Have students work in small groups to follow a map of the school to find the area & perimeter of predetermined items or places. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">DPI Classroom Strategies p.79-Letter J <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Give students the NC placemats and have them measure and estimate the perimeter of the shape of NC. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Have students use grid to draw parallel, perpendicular, & intersecting lines. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Scavenger Hunt

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Instructional Resources
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[[file:Area_and_Perimeter.ppt]]
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Notes and Additional Information ===